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The authors draw on data from weekly e‐mail responses to a questionnaire completed by beginning teachers placed in one‐year, paid, internships. Interns were assigned mentors who responded every several weeks, also via e‐mail, to a questionnaire about the interns and their development. Data from 23 interns were analyzed. Seven themes were identified that capture various dimensions of intern development. To portray the nature, direction and complexity of intern development, each of the dimensions is conceptualized in terms of opposable orientations to the defining aspect of each theme. The authors use the dimensions and their related orientations to organize the data for discussion. Conclusions related to each dimension are situated within the wider research literature on teacher development, and some similarities and differences are noted between this group of interns and what is widely reported about beginning teacher development.
One‐year teaching internships and the dimensions of beginning teacher development
Published online:
04 August 2006Table 相似文献
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AbstractDespite the competing roles that contemporary public and school librarians juggle, advocating for youth literacy remains a priority. Both school and public librarians can support parents by providing the most current research insights to inform their approach to supporting reading in the home. Quantitative survey data from the 997 young participants illuminate the relationships between reading frequency, gender and parental encouragement. Semi-structured interviews explore the kinds of parental encouragement children perceived, allowing for an exploratory investigation to yield novel findings. While encouragement is generally being focused on the children who need it, girls receive more encouragement to read than boys even though they typically read more frequently. Reading encouragement was perceived to be related to varying parental objectives, such as valuing literacy skills and learning benefits, screen respite, providing access, shared reading, and establishing expectations, with children cognizant of parental hypocrisy in relation to low modeling. As literacy advocates, librarians can communicate that boys need to receive greater parental encouragement, encouragement may need to be high-quality to be effective, and parental modeling remains important. 相似文献
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Mohd Muzhafar Idrus Habibah Ismail Hazlina Abdullah Hazleena Baharun Noor Saazai Mat Saad Ramiaida Darmi 《Changing English: An International Journal of English Teaching》2019,26(3):306-320
ABSTRACTThis paper investigates the impact of the Common European Framework of Reference for Languages (CEFR) on the way English language teaching (ELT) is currently understood and practised in Malaysia. It presents a critical discourse analysis of newspaper texts in order to show how CEFR represents a form of Western-imposed globalisation that conflicts with local cultures and values. We argue that the newspapers construct a dominant discourse that promotes a vision of society that accords with CEFR–ELT implementation. Our aim is to contribute to the development of a counter-discourse that challenges the broader world-view underpinning ELT. 相似文献
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Roni Adams 《Multicultural Perspectives》2020,22(2):84-90
This article explores the marginalized contexts of rural and Native American communities that have made recruitment and retention in teacher education inequitable in remote areas. Through facilitating a Culturally Responsive Pedagogy workshop series with schools in a neighboring rural county, having a large Native population and a very low student academic achievement rate, we discovered strong resistance from local educators to the notion of “culture” influencing student achievement. Our disappointment in the outcomes of the workshops caused us to examine the services our university provided to rural and Native place-based pre-service educators. As a result, we created a Satellite program to more responsively meet rural teachers’ unique needs and circumstances. By providing greater access to higher education and teacher licensing for students in remote locations, and by embedding equity, diversity, inclusion, and culturally relevant curriculum in all Satellite coursework, we hope to produce teachers who will return to their communities committed to improving schools and promoting equity and social-emotional and academic success for their future students. 相似文献
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Robert V. Bullough Jr Roni Jo Draper Lynnette Erickson Leigh Smith Janet Young 《Educational Action Research》2013,21(3):433-454
Seeking to soften the gap between clinical and tenure-track teacher education faculty, a year-long action research seminar was conducted. Using data from observation notes, interviews and a taped seminar session, the authors explore the seminar from its very rocky beginning to its conclusion. Drawing on the concept of ‘communities of practice’, the authors explore reasons for the hesitancy of the clinical faculty to share the results of their studies and their struggle to find legitimacy within the university. 相似文献
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The focus of this Research Experience for Undergraduates (REU) project was on RNA secondary structure prediction by using a lattice walk approach. The lattice walk approach is a combinatorial and computational biology method used to enumerate possible secondary structures and predict RNA secondary structure from RNA sequences. The method uses discrete mathematical techniques and identifies specified base pairs as parameters. The goal of the REU was to introduce upper-level undergraduate students to the principles and challenges of interdisciplinary research in molecular biology and discrete mathematics. At the beginning of the project, students from the biology and mathematics departments of a mid-sized university received instruction on the role of secondary structure in the function of eukaryotic RNAs and RNA viruses, RNA related to combinatorics, and the National Center for Biotechnology Information resources. The student research projects focused on RNA secondary structure prediction on a regulatory region of the yellow fever virus RNA genome and on an untranslated region of an mRNA of a gene associated with the neurological disorder epilepsy. At the end of the project, the REU students gave poster and oral presentations, and they submitted written final project reports to the program director. The outcome of the REU was that the students gained transferable knowledge and skills in bioinformatics and an awareness of the applications of discrete mathematics to biological research problems. 相似文献
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Maya Negev Yaakov Garb Roni Biller Gonen Sagy Alon Tal 《The Journal of environmental education》2013,44(2):101-115
In a national evaluation of environmental literacy in Israel, (Negev, Sagy, Garb, Salzberg, & Tal, 2008), the authors included both multiple choice questions and open questions. In this article the authors describe the qualitative analysis of the answers to an open question regarding a local environmental problem. Most participants specified solid waste, open spaces, or air pollution as the main issues. The perceived solutions were generally at the governmental level, including planning, infrastructure, legislation, and enforcement. The authors describe relations in these responses between the problems, their causes and solutions, and between the quality of these answers and the general environmental literacy of the participants. The authors end with a discussion of the special contributions and potential of open-ended questions for environmental education research. 相似文献
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As distance education becomes more widespread and sophisticated, a key concern should be how well programming meets the needs of its student clientele. The present study examines student satisfaction across learning environments (studio versus remote) and over time. Survey questionnaires were administered in a distance education course, and scales were constructed for (1) evaluation of the instructor and (2) specific aspects of distance education. Attitudes were generally favorable, although most students would still prefer a “traditional” classroom and satisfaction ratings significantly declined over time. Implications for improving services are explored regarding technological aspects of the classroom that pose difficulties for some students. 相似文献
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Kendra M. Hall Roni Jo Draper Leigh K. Smith Robert V. Bullough Jr 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):328-345
The purpose of this study was to shed light on mentor teachers’ perceptions of their roles and responsibilities and to contrast their understandings with a normative view of mentoring (Goldsberry, 1998; Hawkey, 1997). We hypothesized that the mentor teachers’ perceptions would likely differ from established conceptions of this construct, a difference that has significant implications for mentor preparation and university collaboration. Participants, 264 teachers who were serving as mentors to pre‐service teachers, were asked open‐ended questions designed to allow the mentors to describe the ways in which they envisioned their role. Follow‐up telephone interviews were conducted with 34 randomly selected mentor teachers to further determine the relative value they placed on different aspects of mentoring. The results of this research confirm that mentoring is a complex construct and that the perceptions held by mentors may be influenced by the kinds and quality of mentoring experiences they have had. Implications for the appropriate selection, preparation, and support of mentor teachers are discussed. 相似文献